Suggested Pacing 3 weeks
This question introduces standard units of measure and tools to measure length.
Prepare students to be able to choose the correct unit of measure and tool based on length of object.
This is an opportunity for students to work with objects around them to develop a sense of length without having to measure the objects.
Reinforce addition and subtraction within 20 during this question in combining lengths and comparing lengths.
Use MiP Module 2 and Mastering the Basic Math Facts for fact fluency. Resources here.
∎ Students will use different units to determine the length of an object and compare lengths. (2.MD.A.1) (2.MD.A.2) (SMP 2) (SMP 5) (SMP 6) (SMP 7)
∎ Students will use different units to estimate the length of an object. (2.MD.A.3) (SMP 2) (SMP 5) (SMP 6)
I can measure the length of an object using two different units. (2.MD.A.1)
I can express the length difference in terms of a standard length unit. (2.MD.A.2)
I can explain how two different measurements are related to the size of a the chosen unit. (2.MD.A.2)
I can estimate lengths using inches, feet, centimeters, and meters. (2.MD.A.3)
I can use personal benchmarks to accurately estimate in standard units. (2.MD.A.3) *examples of personal benchmarks may include width of pinky finger = cm, tip of thumb to first knuckle = inch, tip of fingers to elbow = foot, arm span wrist to wrist = yard, arm span fingertips to fingertips = meter
∎ Major Content ⊡ Supporting Content 🌕 Additional Content
Math Vocabulary cards in Spanish and English
Benchmark Estimate Linear Measurement Length (Long) Height (high) Width (wide) Tools Meter stick
Tape Measure Yard Stick Hash marks Ruler Units Measure Meters Yard Inch Foot
Centimeters Compare Number Line Personal benchmarks Calculate
2nd grade number talk guide printable & 2nd grade number talks
Choose which strategy students need to practice. You may find that they need many, so start with one for a week or so, then move onto another. You are looking for efficient strategies, not mastery of all strategies. Students may find they prefer one strategy over another or change strategies for different problems. The goal is that they are flexibly using efficient strategies and are able to reason about numbers to fluently compute.
Addition Strategies
Break apart by place value ones more than ten
Chunking add ones to multiples of ten
Friendly Number one away
Compensation up to 25
Doubles/near within 20
Subtraction Strategies
Count up/think addition wholes are multiples of ten up to 50
Removal remove friendly
Ready Teacher Toolbox Lesson 20: Measure in Inches and Centimeters -Sessions 1-3
Lesson 21: Measure in Feet and Meters -Sessions 1-4
Assessment Tasks 2.MD.A.1 Frayer Model Assessment Proficiency Rubrics 2.MD.A.1
Math in Practice: 2.MD.A.1-3 Module 10 (pp222-232) Math in Practice lesson slides and Essential Question Guide MIP Resource folder
Open Middle tasks Printable activities & Centers Nearpod Math lessons
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 20 Measurement Scavenger Hunt & Lesson 21 Feet & Meter Scavenger Hunt
Ready Teacher Toolbox Lesson 22: Understand Measurement in Different Units -Sessions 1-3
Assessment Tasks 2.MD.A.2 Frayer Model Assessment Proficiency Rubrics 2.MD.A.2
Math in Practice: 2.MD.A.1-3 Module 10 (pp222-232) Math in Practice lesson slides and Essential Question Guide MIP Resource folder
Open Middle tasks Printable activities & Centers Nearpod Math lessons
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 22 Crates & Blocks
I can estimate lengths using inches, feet, centimeters, and meters. (2.MD.A.3)
I can use personal benchmarks to accurately estimate in standard units. (2.MD.A.3) *examples of personal benchmarks may include width of pinky finger = cm, tip of thumb to first knuckle = inch, tip of fingers to elbow = foot, arm span wrist to wrist = yard, arm span fingertips to fingertips = meter
Ready Teacher Toolbox Lesson 23: Estimate and Measure Length -Sessions 1-3
Assessment Tasks 2.MD.A.3 Frayer Model Assessment Proficiency Rubrics 22.MD.A.3
Math in Practice: 2.MD.A.1-3 Module 10 (pp222-232) Math in Practice lesson slides and Essential Question Guide MIP Resource folder
Open Middle tasks Printable activities & Centers Nearpod Math lessons
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 23 Tall Towers
“Closure in a lesson does not mean to pack up and move on. Rather, it is a cognitive activity that helps students focus on what was learned and whether it made sense and had meaning.” How the Brain Learns Mathematics (2007) P. 104
There are many ways to wrap up and reflect the day's activities but this step is often overlooked or rushed. Purposely plan and allow time for students to have closure each day (even if it means setting a timer or daily alarm so you don't run out of time).
Ideas for closure activities
Addition/subtraction basic facts Mastering the Basic Facts book:
Foundational facts
Derived facts
Addition & Subtraction within 100 using strategies *The standard algorithm is a 4th grade standard.
These are activities to give students mixed, spaced practice based on the big ideas for 2nd grade math.
Target 1000 (add or subt 10 & 100)
These resource sheets are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice. Please select pages carefully based on your students' needs.
You may have students work on these with a partner, independently with an answer key to self-check (tip: use sheet protectors), or as a journal response. It is not necessary to have students complete a page every day- the intent is to have opportunities to spiral concepts for mixed practice, not do "busy" work.